Making the most out of it: Maximizing learners' benefits from expert, peer and automated feedback across domains

Research output: Contribution to book/conference proceedings/anthology/reportConference contributionContributedpeer-review

Contributors

  • Astrid Wichmann - , Ruhr University Bochum (Author)
  • Danielle S. McNamara - , Arizona State University (Author)
  • Markus Bolzer - , Ludwig Maximilian University of Munich (Author)
  • Jan Willem Strijbos - , Holon Institute of Technology (Author)
  • Frank Fischer - , Holon Institute of Technology (Author)
  • Moshe Leiba - , Dresden University of Technology (Author)
  • Alexandra Funk - , University of Michigan, Ann Arbor (Author)
  • Nikol Rummel - , University of Michigan, Ann Arbor (Author)
  • Michaela Ronen - , University of Michigan, Ann Arbor (Author)
  • Olaf Peters - , Dresden University of Technology (Author)
  • Susanne Narciss - , Chair of Psychology of Learning and Instruction, Ludwig Maximilian University of Munich (Author)
  • Hermann Korndle - , Chair of Psychology of Learning and Instruction, Arizona State University (Author)
  • Rod D. Roscoe - , Arizona State University (Author)
  • Laura K. Varner - , Ruhr University Bochum (Author)
  • Erica L. Snow - , Ruhr University Bochum (Author)
  • Chris Quintana - , Ruhr University Bochum (Author)

Abstract

Across a variety of domains, formative feedback is often regarded as beneficial, if not crucial to learning. Yet studies show that this assumption does not always hold true: some types of feedback do not benefit learners. This symposium brings together researchers investigating how feedback can be optimized to maximize potential benefits. The four papers include studies investigating the effectiveness of feedback from various sources including expert, peer and automatically generated feedback in the domains of writing and math. The studies use a variety of methodological approaches including behavioral studies, eye tracking, and data mining. The discussion emanating from the results to be reported during the symposium will focus on how these empirical findings can help to inform feedback delivery in the classroom and how to more effectively design automated feedback.

Details

Original languageEnglish
Title of host publicationLearning and becoming in practice
EditorsJoseph L. Polman, Eleni A. Kyza, D. Kevin O'Neil, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, Laura D'Amico
Place of PublicationBoulder
PublisherInternational Society of the Learning Sciences
Pages1416-1425
Number of pages10
Volume3
ISBN (electronic)1814-9316
ISBN (print)978-0-­9903550-­5-­2
Publication statusPublished - 2014
Peer-reviewedYes

Conference

Title11th International Conference of the Learning Sciences
SubtitleLearning and Becoming in Practice
Abbreviated titleICLS 2014
Conference number11
Duration23 - 27 June 2014
LocationUniversity of Colorado Boulder
CityBoulder
CountryUnited States of America

External IDs

ORCID /0000-0002-4280-6534/work/142251721

Keywords